MANUAL OF DIRECTIONS 
FOR GIVING AND SCORING 

THE DEARBORN GROUP 
TESTS OF INTELLIGENCE 



SERIES II 

GENERAL EXAMINATIONS 4 AND 5 

FOR GRADES IV TO IX 




PHILADELPHIA, LONDON, CHICAGO 
J. B. LIPPINCOTT COMPANY 



WORCESTER'S 
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REVISED TO DATE 

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Worcester's New Comprehensive Dictionary 

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Worcester's New Academic Dictionary 

697 PAGES 

The Comprehensive and the Academic plain or indexed. 

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up to date. 
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The definitions are models of clearness, conciseness, and accuracy. 

The correct pronunciation of every word is clearly indicated. 

Except where absolutely necessary, words are not respelled to 
indicate the pronunciation, and pupils are not, therefore, 
compelled to get the pronimciation from incorrect forms of 
words which are more than likely to lead to incorrect spelling. 

The Comprehensive and the Academic Dictionaries treat synony- 
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MANUAL OF DIRECTIONS 
FOR GIVING AND SCORING 

THE DEARBORN GROUP 
TESTS OF INTELLIGENCE 



SERIES II 

GENERAL EXAMINATIONS 4 AND 5 

FOR GRADES IV TO IX 




PHILADELPHIA, LONDON, CHICAGO 
J. B. LIPPINCOTT COMPANY 






\ 



COPYRIGHT, 1920, BY WALTER F. DEARBORN 



Eleciroiyped and Printed by J. B. LippincoH Company 
The Washington Square Press, Philadelphia, U.S.A. 



m '3 1921 

iCi.A604898 



THE DEARBORN GROUP 
TESTS OF INTELLIGENCE 

DIRECTIONS FOR THE EXAMINER. 

The following- directions should be closely followed and the time 
limits of each test strictly adhered to in order to make a fair comparison 
with the standards possible. 

Either pencils or pen and ink may be used, but where ink is provided 
it is preferable to have all of the class use ink. 

It is important that the birthdays, as given by the pupils on the title 
page, be checked from the class register or that they be entered accu- 
rately on the accompanying' record sheet. 

Examinations 4 and 5 will each take approximately fifty minutes 
and should be given to each grade with an interval of time — preferably 
a class period — between them. 

PRELIMINARY DIRECTIONS FOR GENERAL 
EXAMINATIONS 4 AND 5. 

We are going to try some games and puzzles. Some of them are 
easy to do, and others harder. We should like to see how well and how 
many of them you can do. 

Before we begin there are three general directions which we must 
all learn : 

First, when I say " Pens (or pencils) up," hold your pens up like 
this with the elbow resting on the desk. (Examiner shows how to lift 
the forearm only and rest the elbow on the desk to avoid fatigue.) 
When I say " GO," put your pens on the paper, and when I say " Stop" 
raise them again promptly. (Examiner should practice until class 
responds promptly.) 

3 



Secondly, do not look at any one else's paper. 

Thirdly, if you finish before the time is called, hold your pens up 
for a moment to show that you have finished. 

DIRECTIONS FOR GIVING GENERAL EXAMINATION 4. 

When the papers are passed to you, please do not open them until 
you are told what to do. The first thing to do is to fill in the blanks 
at the top of the page. On the first line write your full name. Please 
write it as well as you can, so that we can easily read it. Then where 
it says " AGE " write how old you are. Then where it says 
"MONTH" write the month in which you were born. (Pause.) 
Now after " DAY " write the day of the month when your birthday 
comes. (Pause.) Now after " YEAR " write the year in which you 
were bom. (In lower grades it is well to be sure that pupils know 
how to find the years of their births by subtracting their ages from the 
current year.) Now write your grade, the name of your school and 
city and the date. 

Now open the paper just as if it were a newspaper or a book. Turn 
only one page. (Illustrate, holding paper up before the class.) 

I. Picture Sequences 

You will find two pages of pictures. Each row of pictures across 
the page would tell a story if the pictures were arranged in the right 
order. We are going to look at the pictures and put numbers on them 
to show the order in which they should come to tell the story. Now 
look at the first row of pictures across the page. There are four 
pictures and they tell a story of a letter which a little girl wrote to a 
little boy. Do you see the picture of the postman delivering a letter, 
then a boy reading a letter, then a girl mailing a letter, and, lastly, a 
girl writing a letter? Now, which of the four pictures should come 
first in the, story? (Pause.) First, the little girl writes the letter, so 
that picture is marked number i. Do you see the number i in the 
lower left-hand comer of the picture? Then she mails the letter, and 
so that picture is number 2. Next, the postman delivers the letter, so 

4 



that is number 3. And then the boy gets the letter and reads it, so 
that picture is number 4. 

Now look at this next row of pictures across the page. ( Examiner 
should hold copy of test before class and point to the row across the 
page.) These four pictures will also tell a story if we arrange them 
in the right order. First look carefully at each picture. Now which 
of them should come first to tell the story? " Kettle on stove." Write 
a large number i in the lower left-hand corner of the picture to show 
that you know that this picture comes first in the story. Which is 
next? "Maid bringing in the tea." Write a large number 2, etc. 
(Follow the same procedure for pictures 3 and 4.) Now you have the 
pictures in this row all numbered so that they tell a story. '" Pens or 
Pencils up." The rest of the pictures on this page and on the next 
page are not numbered. I want you to look at each row of pictures, 
and write numbers on the pictures to show the order in which they 
should come in each row so that each row of pictures will tell a story. 
Write the numbers down in the lower left-hand corner of each picture. 
(Point.) Remember, when you finish the first page, go on to the 
next page. Ready, " GO." (Examiner will need to repeat directions 
to go on to the second page whenever he sees pupils stopping before 
time is called. ) 

Allow 7 minutes. " Stop." 

Now turn over one page again just as though you were turning 
a book. (Illustrate.) If you did as I told you, you will have page 4. 
Look at the top of the page and see if it is numbered 4. 

2. Word Sequences 

"Pens or Pencils up." Look at the directions at the top of the 
page while I read them. " Number the following words to show their 
proper order. Put the numbers directly under the words as in the 
following examples." Look at the first example, dinner, supper, break- 
fast. The first meal is breakfast, so that is numbered i. Dinner 
comes next, so that is numbered 2. Supper comes last, so that is 
numbered 3. 

Look at the second example, B. Which of these four words should 

5 



come first? Yes! First comes the seed, so that should be number i. 
Write number i directly under the word " seed " to show that you 
know that this word should come first. From the seed grows the 
plant, so that is number 2. (Write " 2 " under the word " plant.") 
Then the flowers come on the plant, so " flowers " is number 3. (Write 
number 3, etc.) And last of all comes the fruit, which is number 4. 
In each of the rows below write numbers directly under the' words to 
show their proper order just as was done in the examples. Ready, "GO." 

Allow 1 minutes. " Stop." 

3. Form Completion 

Now look at the figures down at the bottom of the page. First you 
will find four shaded figures or triangles numbered i, 2, 3, and 4. 
These are supposed to be little blocks. Below these blocks there are 
some figures with blank and shaded spaces. The blank spaces in the 
figures are supposed tO' be empty places, and the shaded spaces are 
supposed to be covered with blocks. We want to show how the other 
blank spaces can be covered by using one or more of the four blocks. 
Now look at the first figure. It is already covered with blocks numbered 
I and 2. Look at the second figure. That is partly covered by block 
number 3. What other block can we put on it to cover it all up? Yes ! 
Number 4. Number j has already been used, so we will have to use 
number 4. Put a figure 4 in the empty space to show that you could 
just cover the space with block number 4. Now, look at the next figure. 
Block number 4 is already on; what other block can we use to cover 
the empty space? (Either i or 2. Be sure that both these answers 
come from the class. ) All right, write in the figure, either number i 
or 2, to show that you know which block you could use to cover the 
space. Now look at the fourth figure. (Examiner will draw the 
figure on the board.) Which blocks can we use to cover this figure? 
(" I and 2, or 3 and 4." Whichever answer comes first accept it, and 
draw a line dividing the figure on the board into halves and write in 
the proper numbers.) How else could the figure be covered? (Also 
illustrate on board by drawing line and entering proper numbers, ) All 
right, draw in one of the lines and write in the proper numbers to show 

6 



which way you want to cover it. " Pencils up." Cover all the spaces 
that are left. Draw in the lines just as we did on the board and put in 
the numbers to show which blocks you use. There is one other direc- 
tion: Do not use any block twice in the same figure. Ready, " GO." 

Allow 2 minutes. " Stop." 

Turn the page over again just as if you were turning a book, and 
you will find page number 5. (Illustrate.) Look at the top of the 
page and be sure you have page 5. Turn page 6 around behind out 
of the way, like this. (Illustrate.) 

4. Opposite Completion 

Now look at the directions at the top of the page while I read them. 
" One or more words have been left out of the following sentences. 
Complete each sentence by writing in the blank space a word which 
means just the opposite of the word which is underlined. Where there 
are two blank spaces, each word added must be the opposite of one 
of the underlined words. Write only one word in each blank." 

Look at example A, " Joe had two dogs, a big dog and a (blank) 
dog." The word " big " is underlined. What can we write in the blank 
that is the opposite of big? (Little, small. ) All right, write in the word 
which you choose. (Pause.) 

Now look at the second example, B. The first underlined word is 
"rises." What is the opposite of "rises"? (Sets.) What is the 
opposite of the second underlined word, east ? (West.) All right, 
write in the words to complete that sentence. (Pause. ) "'' Pencils up." 

Fill in the blank spaces in the sentences below just as we have done 
in the examples. Write only one word in each blank. Ready, " Go." 

Allow 8 minutes. " Stop." 

Don't open your papers this time, but pick them up and flop them 
right over like this. ( Illustrate. ) Look at the top and be sure that you 
have page six. 

5. Memory Ladders 

Do you see the " ladders " at the top of the page with numbers in 
them ? Now I am going to read you some numbers, and after I have 
read them, but not before I say " GO" I want you to show me which 

7 



numbers I read by drawing lines through the same numbers in the 
ladders. (Examiner will illustrate by drawing a ladder on board. 
Read 2, 5, 9, 7, and mark the numbers in the ladder by drawing hori- 
zontal lines through them. ) 

"Pencils up." Now listen! Do you all see Ladder A? When I 
say " GO " (but not before) mark these numbers in Ladder A: i, 6, 
9, 8. " GO." (Read the numbers in an even tone at a rate a little 
faster than one per second. Do not let the voice fall after the last 
number, but pronounce the " GO " as if it were another number in the 
series. Examiner will need to see that none of class begin to write 
before he says " GO," and if any do, call '' Pencils up " and repeat the 
warning not to mark, then give the numbers for Ladder A again.) 
Now look at your papers and see if you have the numbers right. What 
numbers did I say to mark? All read together i, 6, 8, and 9. How 
many marked them all rightly? 

"Pencils up." Now mark these numbers in Ladder B. Ready, 
listen. (Same formula for other ladders.) 



B, 


2 


8 5 


4 




F, 


I 7 9 3 10 6 2 


c, 


4 


2 8 


3 


5 


G, 


9214853 


D, 


3 


7 4 


8 


5 9 


H, 


39175826 


E, 


5 


2 I 


7 


4 6 


I, 


7 10 8 4 3 9 5 I 



6. Picture Symbols 

Now look at the pictures on the lower half of the page. Each of 
these pictures represents, or stands for, one of the words or ideas given 
in the list at the bottom of the page. There is one picture, and only one, 
for each word or idea. We are going to find the word or title which 
best fits each picture, and write the number of the word on the picture. 
For example, the dove or pigeon in the first picture stands for " gentle- 
ness." Naw look in the last column of words and you will find that 
" gentleness " is number 17. Have you all found number 17 and the 
word "gentleness"? Now write 17 on the picture of the dove to 
show that the dove stands for gentleness. Have we all written number 
17 on the picture of the dove? 

"Pencils up." Find the word which best fits each picture, and 

8 



write its number on the picture just as we did on the first one. 
There is only one word for each picture. Ready, " GO." 
Allow 8 minutes. " Stop." 

DIRECTIONS FOR GENERAL EXAMINATION 5 

First write your name, your grade, the name of this school, and the 
date on the lines at the top of the page. 

7. Mazes 
Parts I and 2 

Now look at the first drawing at the top of the page. This is a 
map of a city. Do you see all these narrow streets (pointing to them) ? 

" Pencils or Pens up." Now first find the word " In " and' the 
arrow up here in the upper left-hand corner of the page, pointing to 
the opening in the drawing. (Examiner should hold copy of tests 
before class and point to the arrow on left, and then as he completes 
the directions, point to the extreme right margin of page opposite the 
exit of the maze. ) 

When I give the signal, start with your pens at the arrow and 
draw a good heavy line through the paths or streets to show the 
shortest way {without drazving across or passing over any other lines) 
to get way through and out to the right side of the page — out here on 
the margin of the page. Be sure to draw the line in the paths or streets, 
and not to draw across any other lines. 

"Pencils or Pens up." When you have finished number i, find 
the way through number 2 from the arrow point on the left (pointing 
to arrow) out to the margin on the right side of page — to here (point- 
ing to margin of page). Remember, first do number i and then num- 
ber 2, and he careful not to draw across any lines! Ready, " GO." 

Allow 6 minutes. " Stop." 

Part 5 

"" Pencils or Pens up." Now look at number 3. First find each of 
the little boxes with the letters A, B, C, D, E, F, G, and H. These are 
supposed to be houses. Now let us read what it says to do. " Show 

9 



route from houses C to D; E to F, and G to H. Follow the traffic 
rules." There are two traffic rules. Listen! 

1. In turning from one street into another, do not turn to the left — 
turn only to the right. 

2. Always stop on the side of the street on which the house is. 
Now what are the rules ? Repeat them after me. ( Examiner re- 
peats rules by phrases. ) 

Now do you see the dotted line from the arrow at A to B ? This 
shows the way or route for an automobile to take from house A to 
house B without turning to the left. 

" Pencils or Pens up." Now place your pens at the point of the 
arrow at house A and draw very slowly over the dotted line from A 
to B. Now do it again and notice that as you turn the corners you 
turn only towards the right hand, if you consider the direction in which 
you would be driving the automobile ; and then notice that the line is 
drawn and stops on the side of the street on which house B is. Look 
at the chart with houses E and F. I will draw it on the board. 
(Examiner draws on board.) Now I am going to show you how to 
draw the line from house E to house F. (Examiner will draw a line 
as shown in the following chart. 



I E I 1; I 

M I If 



This is 



the way to go if you follow the traffic rules. Now draw the line 
from E to F on your papers in the same way. 

''Pencils or Pens up." Now when I say " GO " draw lines start- 
ing in the direction of the arrows to show the way from houses C to D^ 
and G to H. Ready, " GO." 

Allow one and a half minutes. " Stop." 

Part 4 

Now let us read the directions for number 4. The directions are 
printed on the " T "-shaped block here (pointing to the right side of 

10 



page). (Read.) " Show route of express wagon from X to houses 
i> 2, 3, 4, 5, 6, 7, in order named. Fo'llow traffic rules." 

Do you see the X in the little square in the lower right-hand corner 
of page (pointing) ? Now when I say " GO," begin at the arrow-point 
and draw a line to the house at i, then go from house i to house 2, then 
from house 2 to house 3, and then from 3 to 4, and so forth. Remem- 
ber the rules about turning only to the right and stopping on the 
right side of the street. Ready, " GO." 

Allow 7 minutes. " Stop." 

Now turn over the page to 

8. Disarranged Proverbs 

" Pencils or Pens up." Let us read the directions. A. The words 
on each line below will make sense if arranged in the right order, and 
if one word is added. Put numbers under the words to show the order 
in which they should come, and write the missing word on the line 
at the end, as in the example. Let us read the example as it stands, 
" that glitters is not all gold." You see the words are all mixed up. 
How should the sentence read to make sense ? (If the correct answer 
is not given by class after a moment's pause, the correct sentence should 
be read to class.) Yes. " All that glitters is not gold." What word 
should come first in the sentence? " All." What is the second word? 
" That." What is the third word, the fourth and the fifth, and what 
word has been added? " Gold." You see the numbers have been 
printed under the words to show the order in which they should come 
to -make a sentence and that one word has been added. Now, how does 
the whole sentence read? 

Now let us try another example. ( Examiner will write the follow- 
ing on the board.) 

" Sun make while the hay ." Let us read the words as they 

stand. (Class reads.) Which word should come first in the sentence? 
" Make." (If the correct answer is not given by some member of class 
after a moment's pause, the answer should be given in each case by 
the examiner.) Yes! We will write i under "make" to show that 
it comes first. Which word should be second, third, fourth and fifth? 

11 



(Examiner will number the words on the board.) What word is miss- 
ing? " Shines." We will write that in at the end. Now, how does 
the sentence read ? 

" Pencils or Pens up." Write the proper numbers under the words 
in the ten lines below and add the missing words. The words added 
should always be the last words in the sentences, just as they were in 
the examples. When you have done this, read the directions under 
B and C and do what it asks you to do. (Examiner should repeat 
direction to proceed to B and C if he sees any members of class finishing 
before time is called.) " Pencils or Pens up." Ready, " GO." 

Allow ten minutes. " Stop." 

g. Faulty Pictures 

" Pencils or Pens up." Now look at test No. 9. There is something 
wrong or missing in each picture on this page which makes it absurd. 
Find what it is and put a cross right where the part is wrong or missing. 
What is missing in the first picture? " Man's nose." Put a cross 
where the nose should be. '' Pencils or Pens up." Mark the other 
pictures in the same way. Ready, " GO." 

Allow 5 .minutes. " Stop." 

Now turn the page to 

10. Number Problems 

A. " Pencils or Pens up." Do you see all these little piles of 
blocks ? We want to find how many blocks there are in each pile. Let 
us read the directions : " Count the number of blocks represented in 
each diagram (or drawing) and write the answer in the little square in 
the lower right-hand corner of each section." (Examiner should point 
to squares.) How many blocks are there in the first drawing? " 2." 
All right. Write 2 in the little square. '"'' Pencils or Pens up." Now 
find how many blocks there must l>e in each of the other piles and write 
the answers in the little squares. Ready, " GO." 

Allow J minutes. " Stop." 

B. "" Pencils or Pens up." Now let us read the directions under B. 
" Write numbers in the empty spaces so that the sums will be the same 

12 



if added by column up and down, or across by rows. Look at the first 
group of numbers! Each column and each row of three figures will 
add up to nine. Let us add the first column of figures : 6 + 2 -f- i is 
what? Now the second column : 2 + 2 + 5 =?, and the third column : 
I -|- 5 + 3 =" Now what is the sum of the first row across the page? 
of the second, and the third? 

Now look at the next group of figures. What is the sum of the 
first column: 2 -f- 3 -f- i, and of the second, o -[- 2 + 4? What is the 
sum of the first row: 2 + + 4?, oi the second row, 3 + 2 + i ? 
Now what number shall we write in the empty space where the dot is 
so that the last row and the last column will also add up to six? " i." 
Yes! All write a " i " in the space where the dot is. 

" Pencils or Pens up." Now add the figures in the next group and 
find what number you will need to write in the empty space so that 
the sum of each column and of each row will be the same. Then do all 
the other problems. Ready, " GO." 

Allow 6 minutes. "Stop." 

C. " Pencils or Pens up." Let us read the directions under C. 
" In place of dots supply numbers to give the answers as printed." 
Write only one number in the place of each dot, but be sure first that 
you know how to do the example, so as to get the answer which is 
printed there. " Pencils or Pens up." Ready, " GO." 

Allow 6 minutes. "Stop." 

DIRECTIONS FOR SCORING GENERAL EXAMINATIONS 

4 AND 5 

The scoring is facilitated by the use of the Scoring Cards. One card 
has been prepared for each examination. It is to be cut into sections 
according to accompanying directions. By assigning different parts 
of the test to different examiners, it is possible for several persons to 
cooperate in the scoring. Most of the tests can also be accurately scored 
by the pupils themselves, especially in the upper grades, if the work 
is done under careful supervision. The necessary information — lists 
of numbers, words, drawing of form completion, mazes, etc. — may be 
put on the blackboard. Questionable papers and tests in which the 

13 



directions for scoring may be misunderstood or misapplied should 
then be checked by teacher or examiner. 

Scores are assigned to each test on the following bases: 

Total points 

1. I point for each row of pictures correctly numbered. 15 

2. I point for each row of words correctly numbered. . 15 

3. I point for each " block " correctly drawn and num- 

bered 15 

4. I point for each correct word 34 

5. 2 points for each correct ladder 16 

6. I point for each picture correctly numbered 20 

7. (i) 2 points for completion of maze without error; 

1 point for completion with one or more errors. 
The marking of any way or route except the 
shortest is counted as an error. Failure is re- 
corded if the lines of the maze are drawn across 
or if it is not completed (2) 

(2) The maze is divided for scoring into three 
approximately equal sections; 2 points for the 
completion of each section without error; i 
point for completion of each section with one 
or more errors. For definition of " error " and 
" failure " see above, under 7 (i) (6) 

(3) I point for each correct section (2) 

(4) 3 points for correct line to each " house " ex- 
cepting 2 and 5 (15) 25 

8. (A) 2 points if the word added is the last word of 

the sentence and it makes sense. The numbering 
of the words is neglected in the scoring .... (20) 

(B) 2 points for each correct number (8) 

(C) 4 points for a statement in general terms of the 
precise meaning of the proverb. 

2 points for a statement indicating a grasp of the 
general meaning of the proverb, but not clearly 

14 



Total points 

expressed, or for a specific statement or con- 
crete example of the proverb (12) 40 

9. I point for each correct marking of some fault or 

flaw in a picture 24 

10. (A) I point for each correct answer (8) 

(B) I point for each example correctly com- 
pleted (8) 

(C) I point for each example correctly com- 
pleted (12) 28 

Total of points on Examinations 4 and 5 . . 232 
Parts of the tests used as examples are, of course, not counted 



in the scoring. 



Standard Scores 



Standard scores, by age and by grade, will be found on the Class 
Record Sheet. 



15 



PROFESSIONAL READING 
FOR THE TEACHER 

THE TEACHING OF ORAL ENGLISH 

Revised Edition Illustrated. $1.40 

This practical work by EMMA M. BOLENIUS, A.M., formerly instructor in English, 
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RURAL SCHOOL FROM WITHIN «.4o 

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THRIFT AND CONSERVATION «.4o 

ARTHUR H. CHAMBERLAIN, Chairman of the Thrift Section of the N. E. A., and 
his brother JAMES F. CHAMBERLAIN have put into a timely book the principles of 
teaching thrift. Unless this subject be taught to the children of to-day in such a way as to 
get the story across, we shall surely have some unhappy tomorrows in our national life. This 
is a big problem oi the reconstruction in the hands of the teachers of this nation. The authors 
have considered the whole matter of the thrift rather from the social than the individual point 
of view, and have incorporated in their text the rudiments of a common policy of foresighted 
use of materials, natural and artificial, with which we are endowed. The volume is compre- 
hensive; it approaches every phase of its subject with a challenge so stimulating as to draw 
inevitably an answering reaction from the reader. A splendid book for teachers' reading circles. 

AGRICULTURE AND LIFE 143 illustrations. $1.75 

The author, ARTHUR D. CROMWELL, M.Ph., has taught agriculture and nature 
study to pupUs of all grades and aU ages. Intended primarily for normal schools, teachers' 
training classes and reading circles. Brimful of suggestions and enthusiasm — of great help 
on a teacher's desk as a gtiide for the daily work. 

PROJECTS IN THE PRIMARY GRADES n.io 

This book purposes to break down the artificial barrier between first grade and kinder- 
garten; to do away with much of the formalism and mechanism of the early grades; to have the 
child continue in as normal a way as possible those life activities in which he is engaged out- 
side of school; to do this in the manner which wiU best further his adjustment to new activities 
in which he takes part; to make the child increasingly intelligent, and much more active in 
his response to his environment. The unified plan as proposed, while not separating the 
different subjects of study as usually listed, contains elements of all and forms the basis for 
a more mature understanding later of the principles involved in the study of geography, nature 
study, history, civics, hygiene, literature and the other subjects of the course of study. Author, 
ALICE M. KRACKOWIZER. 

SOCIAL GAMES AND GROUP DANCES $1.75 

By J. C. ELSOM and BLANCHE M. TRILLING. For delightful and helpful recrea- 
tion. Both indoor and outdoor social games of all kinds are clearly described and illustrated 
that they may be readily understood and used by the teacher. The teacher who cannot sug- 
gest legitimate group activities for the leisure hours of the pupil, misses the chief opportunity 
to be of service in averting disorder and developing resourcefulness and competency in social 
situations. 

THE RECITATION n.4o 

By SAMUEL HAMILTON, Ph.D., Superintendent of Schools of Allegheny County, Pa. 
This volume is an honest effort to aid young teachers by a careful study of some of the practical 
phases of school work. The author has aimed to be sound in theory, simple in treatment, clear 
and concise in presentation, brief and pointed in discussion, and withal, practical and helpful. 

THINKING AND LEARNING TO THINK «.4o 

By NATHAN C. SCHAEFFER, Ph.D., LL.D., former Superintendent of Public Instruc- 
tion for the State of Pennsylvania. A series of clear and practical lectures on the diffictalt 
art of teaching pupils to think, designed to throw light upon this one important phase of 
pedagogy, without in any way pretending to supplant the systematic treatise on psychology 
and logic. 




THE CHILD'S C"'"™"". 
ENGLISH BOOK 

An Elementary Text in Grammar 
By ALICE E. BALL 

Our semi-grammarless age — of conflicting opinions regarding the 
teaching of English in lower schools — ^has resulted in confusion of mind 
to many pupils, and in discouragement to many upper-class teachers. 

Because of the writer's firm conviction that the difficulties with the 
subject in disrepute are largely owing to wrong methods of presentation, 
an attempt is now made to approach it from a new angle. Two of the 
strongest factors in child-growth — love of play and a strong dramatic 
instinct — are used to assist in bringing life to what has usually seemed 
a "dead language," or, at best, a cordially disliked subject. 

The query of the Anti-grammar group is always, "Of what use to a 
fifth- or sixth-grade child is knowledge of a notm?" The pro-grammar 
adherents agree that unless such knowledge is made a part of the child's 
experience in a vital, organic way, it is futile; but they believe that, as 
preparation for more advanced, critical study in later years, it is as 
essential to know early the fundamental structure of the English tongue 
as it is to know geographical nomenclature, or the simple elements 
of arithmetic. 

^ The use of games in teaching spelling and correct habits of oral 
speech has been proved of value ; it is the purpose of this book to apply 
similar methods to the study of grammar. Many of the lessons in this 
text-book have been used successfully in the fifth and sixth grades of 
the Hathaway-Brown School of Cleveland. The lesson on the noun 
was presented to a fourth-primary class. 

The writer has long been aware that word-games have intense 
interest to children during the age previous to adolescence, when their 
alert senses and eager curiosity, their active imaginations and retentive 
memories make acquisition of language a natural process. It is then 
that the foundations for the later, more formal study of English gram- 
mar may be laid, while there are opportimities for the frequent and 
necessary drills that a crowded curriculum later prohibits. 

This first volume treats only of the parts of speech, the growth of 
the simple sentence, punctuation, and common errors in English. No 
attempt has been made to treat subdivisions of the subject, except 
where necessary to make clear the function of a part of speech. Gram- 
matical terminology has been greatly simplified. 



